UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Mr. Potter Lesson # 3:Facet: Application Grade Level: 9th GradeNumbers of Days: 3 Topic: linear equations are common and relevant in real life situations.
PART I:
Objectives Student will understand that Students will understand that linear equations are common and relevant in real life situations. Student will know Students will know integers, constants, and variables. Student will be able to do Students will be able to use linear equations in real life situations. Product: Comic Life Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Common Core State Standards: Content Area: Algebra Grade Level: High School Domain: Creating Equations Cluster: Create equations that describe numbers or relationships. Standards(s): 1. Create equations and inequalities in one variable and use them to solve problems.
Rationale: Student will meet this standard by applying real world applications. With these applications they will create equations and inequalities, and solve them.
Assessments
Formative (Assessment for Learning) Section I – checking for understanding during instruction Students will participate in an exit ticket before leaving class. They will be give a math equation of the teacher’s choice and asked to label it. They will label, where the constants are, the variables, and the Integers. Each student will be given a different question unique to his or her understandings based on the teacher’s knowledge. If they label it incorrectly, the students will still be allowed to leave class but they must try to correctly label it before the next class.
Section II – timely feedback for products (self, peer, teacher) Students will then use Comic Life to create their projects on linear equations using integers, constants, and variables. Student will spend class time with a partner creating their projects. They should be prepared to present their Comics next class. The teacher will roam the classroom providing answers to questions and helping students with their projects. Students must collaborate their ideas with the teachers before full creation, and presentation. Students will be graded by rubric.
Summative (Assessment of Learning): Comic Life: Students will use comic life to create a real life application. They will incorporate linear equations, integers, constants, and variables into their comics. They will be allowed to work with a partner. (40points)
Integration Technology: Comic Life will be used as the technology piece in this lesson. Comic Life is a comic desktop publishing computer program developed by plasq for Mac OS X and Windows. In this case students will create a Comic with a partner. They will be able to be creative with their fonts, colors, and layouts. They will come up with cool ways to discuss integers, constants, and variables, and they will teach the class through their Comic Life!
Content Areas: Art: Students will be able to use different colors, and canvases to allow their artistic creativity to come alive through their game. English: Students will use English to give directions to their games. They will have to incorporate certain math vocabulary, and may have to use a dictionary to find definitions.
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction Students will know integers, constants, and variables and be able to use them in equations portraying real life situations. Students will use Mix-Pair-Freeze, and a Describing wheel to start organizing thoughts they have for their Comic life presentation.
Section II – Groups and Roles for Product Student will use the Mix-Pair-Freeze cooperative learning activity, and their Describing wheel graphic organizer to create a Comic Life. Their game must include the use of integers, constants and variables. Students will be put into groups by doing a drawing. They will pick a number from a hat. Each number has a duplicate; therefore, each student will have to find another with the same number.
Differentiated Instruction
MI Strategies Verbal: Students will verbally describe what they found interesting in the lesson, by writing down something and describing it to the teacher before leaving class; this will act as an exit ticket. Students can choose from topics such as integers, constants and variables. Visual: Students will be using integers, constants, and variables to create a visual presentation using Comic Life Musical: Students will be encouraged to use relevant videos, or music in their comics. They must be relevant to integers, constants, and variables. Intrapersonal: Students will be individually using a corporative learning activity, and a graphic organizer to brainstorm ideas involving integers, constants, and variables to apply to their Comic Life presentation. Interpersonal: In small groups of two students will incorporate integers, constants, and variables into their Comic Life projects. They will compare and contrast their ideas by using their graphic organizers, and corporative learning activities. Naturalist: Students will take their own pictures to use in their comics. As a class we will have a half hour time period to take pictures using nature. Here they can show pictures using integers, constants, and even variables.
Modifications/Accommodations From IEP’s (Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students: Students who are absent from this lesson will be required to make up the work. They will check the online page to get the assignments. If students know they will be missing a lesson they should notify me as soon as possible, so we can make arrangements, and work to keep to up to date. Students are encouraged to converse with their peers to get help with assignments. For hard copy assignment, which are not online students will be able to briefly stop in upon returning to school to pick up the missed work. They will be allotted three days to complete the given work. For the lessons that they miss, there will be links posted online to re-enforce, or re-teach what was taught that day. Kids who miss class are encouraged to email me with any remaining questions concerning their assignment(s).
Extensions
Type II technology: Comic Life will be used as the technology piece in this lesson. Comic Life is a comic desktop publishing computer program developed by plasq for Mac OS X and Windows. In this case students will create a Comic with a partner. They will be able to be creative with their fonts, colors, and layouts. They will come up with cool ways to discuss integers, constants, and variables, and they will teach the class through their Comic Life! This is a type two technology because Comic Life has amazing capabilities. Comic Life can move things around, present material in cool, colorful, and individual ways. It creates a sense of structured flow for the students. Students will benefit from Comic Life technology because it will allow them to be creative, and they will have the opportunity to work at their own pace, and own ability. Students will be given the opportunity to think, analyze, and present their Comics on the topic of creating and solving linear equations while using integers, variables, and constants.
Gifted Students: I will give gifted students the opportunity to create their Comic using more advanced problems. Students will have to have to solve their own problems in their projects so that they can come up with the correct answers. By allowing them to create more advanced questions they will challenge themselves while creating their projects. The teacher may even give the students a higher level question for them to solve and incorporate into their Comics.
Materials, Resources and Technology List all the items you need for the lesson. Computers Pencils Paper Calculators Projector Library Google (internet browsers) Comic Life Rubrics Describing Wheel (Graphic Organizer) Mix-Pair-Freeze (Cooperative learning activity) Contract between partners (contact info, meeting times)
Source for Lesson Plan and Research List all URL and describe. http://comic-life.en.softonic.com/Student will go to this website to download Comic Life if they dont already have it. http://www.youtube.com/watch?v=4C_3VHhkA54 Students will use this video as a resource if they need assistance with using Comic Life. http://www.eduplace.com/graphicorganizer/pdf/wheel_eng.pdf Students will use this Describing Wheel (graphic organizer) to get their thought in order. Students should break down their Comic Life into different parts, and this is a good place to being doing this. https://www.khanacademy.org/ Students will use Khan Academy as a resource to receive extra help with constants, variables, and integers.
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) The room will be set up with desks arranged in groups of two side by side. Day One: Linear Equations with Integers, Variables, and Constants (80 Minutes) Introduction: Overview of class schedule, and intro of lesson (5 minutes) (Hook): Students will role-play in groups. They will be given a script in which describes a real life application, using linear equations. (15 Minutes) Instructional Period: Present constants, variables, and integers. Introduce Comic Life project and show instructional video http://www.youtube.com/watch?v=4C_3VHhkA54(20 Minutes) First Class Activity: Student will participate in Mix-Pair-Freeze (cooperative learning activity). Classmates will mix around the room quietly while the teacher plays music. After about 10 seconds, the teacher will stop the music and announce, “Freeze.” Students will immediately stop and stand still. When everyone is still, the teacher will announce, “Pair.” Students will pair up with the person closest to them and link arms to show that they are partners. The teacher will announce a topic or discussion question, and give students time to discuss. Students will face back to the teacher while discussing, and face the teacher when they're done discussing. (10 Minutes) Second Class Activity: Students will, in their partners will use the Describing Wheel (graphic organizer) to come up with several ideas for their Comic Life's. They will create sub categories and describe what and how they will describe them in their Comic. (20 Minutes) Task Introduction: Students will be asked to begin exploring Comic Life. Upon arriving to the next class they will each share their Journal entry on what they learned while exploring Comic Life. (5 Minutes) Exit Ticket: Students will participate in an exit ticket before leaving class. They will be give a math equation of the teacher’s choice and asked to label it. They will label, where the constants are, the variables, and the Integers. Each student will be given a different question unique to his or her understandings based on the teacher’s knowledge. If they label it incorrectly, the students will still be allowed to leave class but they must try to correctly label it before the next class. (5 Minutes)
Day Two: Comics onLinear Equations with Constants, Variables, and Integers(80 Minutes) Introduction: The class will briefly share their journal entries with the class to get their minds thinking on their comic life! (10 Minutes) Work Period: Students will work together to create a Comic Life. The teacher will roam and help students with question, and give helpful suggestions to each group. (30 Minutes) Break: Students will take a five-minute break, to socialize and hopefully talk to other piers to compare ideas! The teacher will give students a hint as to collaborate with each other during this time period. (5 Minutes) Second Work Period: (30 Minutes) Assignment: Students will finish their Comics if they have not already finished. They should be ready to present their games next class. (5 Minutes)
Day 3: Comic Life DAY! (80 Minutes) Introduction: Q&A: Do you have any questions? How can you make your Comic better? More Presentable? (10 Minutes) Work Period: Student will go back into their Comic with their partner and critique their work! They will check for grammar, spelling mistakes, and simple math mistakes, and they will attempt to make it even more creative! The teacher will take quick attendance and then roam around to check the progress of each group. The teacher will also provide feedback and constructive ideas for the students. (20 Minutes) Gallery Station Walk: Students will place their Comics around the room. The teacher will grade the presentations with a checklist based on effort, material, creativity, participation, and content incorporation. Students in their groups will have four minutes at each comic. Here they will look, and discuss! There will be ten different comics! (40 Minutes) Sum Up/ Exit Ticket 2: Teacher will collect the Comics from each group. They will be graded by rubric. Students will receive feedback, and their grades next class. For an exit ticket students will tell the teacher one additional/ interesting thing they learned today from the gallery station walk. (10 Minutes)
The class will be arranged in groups of two. The desks will be placed side-by-side facing the front of the classroom. This will allow for normal instruction, like any other day, but also set allow for an easier transition when groups are formed. Desks will already be in place so the transition time will be far faster. The agenda is pretty simple; it will be made up of three class periods. This first day the teacher will present the lesson on variables, constants, and integers, and create groups for the Comic Life project. Once in groups the students will watch an intro video on how to use Comic Life, and then they will participate in the Mix-Pair-Freeze (Cooperative Learning Activity), and complete the Describing Wheel worksheet. On the second day students will all share one thing from their journals that they learned while exploring Comic Life technology. They will then work on their projects for the remainder of the period. They will be given a break in the middle of the class period to re-motivate themselves. Finally on the third and last day the students will be asked questions from the teacher on what they could have done differently. They will then have twenty minutes to go critique their Comic Life projects, and try to make them more flashy and exciting! Each group will place their Comic somewhere in the room, and each group will participate in a gallery station walk. Here they will have four minutes to look at, and discuss each Comic. To wrap everything up the teacher will collect the Comics from each group. They will be graded by rubric. Students will receive feedback, and their grades next class. For an exit ticket students will tell the teacher one additional/ interesting thing they learned today from the gallery station walk. Students will understand that linear equations are common and relevant in real life situations. Students will be hooked from role-playing in groups. They will be given a script in which describes a real life application, using linear equations. They will pick roles and preform to the class. This should make students laugh, as well and intrigue them to the material.
Students will know variables, constants, and integers. Students will use Mix-Pair-Freeze (cooperative learning activity) and a Describing Wheel (graphic organizer) to start talking about and organizing thoughts they have for their Comic Life. As the teacher I will deliver a short and to the point instruction of twenty minutes. In this time i will be able to effectively cover the needed material. Students will be assigned an equation from their textbook. Each student will be given a different question. Before leaving class they must label that question, and show where the variables, constants, and integers are. Students will write down one additional thing they learned in class from the Comic presentations. Before the leave class for the day they will hand me their exit ticket, and describe why it was interesting. The content that I will cover is as follows. Whole Numbers: wholes numbers are and number that is not a fraction, and is not negative. Example: {0, 1, 2, 3, 4, 5, .... Infinity} Integers: Integers are like whole numbers in the fact that they cannot be fractions. They can however be negative. Example: {Negative Infinity......., -5, -4, -3, -2, -1, 0, 1, 2, 3, 4, 5, ......... Infinity} Variables: A variable is an unknown value usually expressed by (x, or y). Knowing that equations are two things that are equal, we sometimes have an unknown value. We express this unknown with a variable. In they equation 4X+ 8= 16, X is our variable. Constants: constants are numbers with in an equation that stand-alone. In the equation, 12X + 20 = 80, the constants are 20, and 80. 12 is not a constant because it is tied to the X. In this case 12 is considered a coefficient. Constants can also be letters that stand for a fixed number. Most formulas us letters as constants because they can stand for any real number. In the slope-intercept form, Y= mx + b, the constants are Y, and b. m again being tied to a variable (x) is a coefficient. Equation: Students may have a general idea of what equations are. An equation is a something that shows, in terms of math, that two things are equal to one another. The statement 60=30+30 is an equation. It is important that students know that both sides of an equation are the same but are simply written in different ways. Linear equations: are equations that have an unknown variable like (x, y, z), these variables are all of the power 1. This is the most important thing to linear equations. The variable can only be raised to the power of one. A variable to power 2 like (Y2) is not a linear equation because it has an exponent that is not equal to one. 60=20+x is a linear equation.
Students will use Mix-Pair-Freeze (cooperative learning activity) and a Describing Wheel (graphic organizer) to start talking about and organizing thoughts they have for their Comic Life. Their game must include the use of inequalities, and slope. Students will use Exit Tickets to answer questions the teacher asks as a follow up to variables, constants, and integers at the end of the class period. Students will then use Comic Life to create examples of linear equations used in real life. Students will spend class time with a partner creating their Comics. They should be prepared to present their games nest class. The teacher will roam the classroom providing answers to questions and helping students with their projects. Students must collaborate their comic ideas with the teachers before full creation, and presentation. Students will be graded by rubric. Drawing numbers will put student into random groups, from a hat. Each number has a duplicate; therefore, each student will have to find another student with the same number. Students will share an equal role in the project as stated in the contract they signed as partners. They will both help to come up with ideas, and they will both help to creatively create a comic on Comic Life. On the third day students will be given the opportunity to rethink, revise, and refine their projects. This will be motivated by a short question and answer period led by the teacher. They will be asked questions like: Do you have any questions? How can you make your Comic better? More Presentable? They will then go back into their projects for twenty minutes and check for errors in their math, spelling, and will also attempt to make their comic more attention grabbing and colorful! Explore, Experience, Revise, Rethink, Refine, Tailors: Verbal, Logical/Mathematical, Visual, Musical, Kinesthetic, Intrapersonal, Interpersonal, Naturalist.
Students will self-assess during their rethink/ refine stage. They will go down through the rubric that they have been given. They will grade themselves, and add or fix anything that they missed or feel they may improve on. After the gallery station walk I will collect all the Comics, and grade them using this same rubric. I will also grade them based on the effort, participation, and quality of their work. I will hand back these rubrics along with a small written reflection at the beginning of next class. They will all receive their grades and I will address the class overall and then talk to each group that has questions or comments. This will all pertain to their homework because they will be given problems from their book on the exact same material. In the following classes they will be given a pre-quiz, and finally a quiz. This lesson content will combine with other contents, and students will be assessed on multiple lesson contents at the end of the unit. Evaluate, Tailors: Verbal, Interpersonal, Intrapersonal, Logical, Visual.
Content Notes Students will know….. Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages)
Whole Numbers: wholes numbers are and number that is not a fraction, and is not negative. Example: {0, 1, 2, 3, 4, 5, .... Infinity}
Integers: Integers are like whole numbers in the fact that they cannot be fractions. They can however be negative. Example: {Negative Infinity......., -5, -4, -3, -2, -1, 0, 1, 2, 3, 4, 5, ......... Infinity}
Variables: A variable is an unknown value usually expressed by (x, or y). Knowing that equations are two things that are equal, we sometimes have an unknown value. We express this unknown with a variable. In they equation 4X+ 8= 16, X is our variable.
Constants: constants are numbers with in an equation that stand-alone. In the equation, 12X + 20 = 80, the constants are 20, and 80. 12 is not a constant because it is tied to the X. In this case 12 is considered a coefficient. Constants can also be letters that stand for a fixed number. Most formulas us letters as constants because they can stand for any real number. In the slope-intercept form, Y= mx + b, the constants are Y, and b. m again being tied to a variable (x) is a coefficient.
Equation: Students may have a general idea of what equations are. An equation is a something that shows, in terms of math, that two things are equal to one another. The statement 60=30+30 is an equation. It is important that students know that both sides of an equation are the same but are simply written in different ways.
Linear equations: are equations that have an unknown variable like (x, y, z), these variables are all of the power 1. This is the most important thing to linear equations. The variable can only be raised to the power of one. A variable to power 2 like (Y2) is not a linear equation because it has an exponent that is not equal to one. 60=20+x is a linear equation.
Handouts List the items that need to be printed out for the lesson. Describing Wheel (60 copies) Rubrics (60 copies) Scripts for Hook (60 copies) Partner Contracts (60 copies)
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: The clipboard students in my class will have graphic organizers in order to help the students organize step-by-step their logic and ideas. The class period is clearly planned out on the board so students can see how long we will be doing each thing in class. Students will be given a handout, and a checklist that will provide my expectations. This will help them to understand exactly what they are to do. Microscope: The microscopes in my class will be able to have in depth conversations while they create math problems using variables, constants, and integers. They will be able to solve problems alike in their textbooks, which will further expand their understandings. Puppy: For my puppy student I will ensure that they are working with a student that will be supportive and easy going. This will help them feel like they are working and learning in a fun, and safe environment. These students will be able to collaborate with their partners and other peers in the classroom. The students will have multiple chances to meet with me and talk about the project. Beach Ball: For my beach ball learners I will provide them with options, and let them use whatever tool they feel will help them complete the project. Students will be placed with another student who will likely motivate and interest their partner while using Comic Life technology. They will be able to show one section of their comic if they desire and present the rest to the teacher when they hand in the final product. All the beach ball learners will participate in cooperative learning activities, and graphic organizers with their partners. Here they will be heard, and they will feel as if they can speak freely. Rationale: Students will be able to experience a variety of learning styles in this project. Students and the teacher will realize how other students need information, or even that some students require a higher comfort level. This will allow for a judge free, respectful classroom for all students so that they can reach their highest abilities.
Standard 6 -Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative (Assessment for Learning) Section I – checking for understanding during instruction Students will participate in an exit ticket before leaving class. They will be give a math problem of the teacher’s choice and asked to answer it. Each Student will be given a question unique to their understandings based on the teacher’s knowledge. If the get the incorrect answer, the students will still be allowed to leave class but they must try to find the correct answer before the next class.
Section II – timely feedback for products (self, peer, teacher) Students will then use Comic Life to create their projects on linear equations using integers, constants, and variables. Student will spend class time with a partner creating their projects. They should be prepared to present their games next class. The teacher will roam the classroom providing answers to questions and helping students with their projects. Students must collaborate their ideas with the teachers before full creation, and presentation. Students will be graded by rubric. Summative (Assessment of Learning): Comic Life: Students will use comic life to create a real life application. They will incorporate linear equations, integers, constants, and variables into their comics. They will be allowed to work with a partner. (40points) Rationale: This lesson uses a variety of assessments that are not just pencil and paper quizzes or tests. Students will feel like they are actually learning the material in a fun and interesting way. They will not be forced to memorize facts of information, instead these methods will allow student to learn the material in a more interesting way, and they will be able to apply it outside of the classroom.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge: See Content Notes
MLR or CCSS: Common Core State Standards: Content Area: Algebra Grade Level: High School Domain: Creating Equations Cluster: Create equations that describe numbers or relationships. Standards(s): 1. Create equations and inequalities in one variable and use them to solve problems.
Facet: Application
Rationale: This lesson is geared to get students interested in the material at hand. By creating a Comic Life and using technology they will have fun while learning. They will realize that variables, constants, and integers can be grasped easily! They will also explore multiple other resources aside from the ones provided by the teacher. With these additional resources they will hopefully gain a more enduring understanding. In the end student should effectively be able to apply every detail concerning the uses of constants, variables, and integers.
Standard 8 -Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies: Verbal: Students will verbally describe what they found interesting in the lesson, by writing down something and describing it to the teacher before leaving class; this will act as an exit ticket. Students can choose from topics such as integers, constants and variables. Visual: Students will be using integers, constants, and variables to create a visual presentation using Comic Life Musical: Students will be encouraged to use relevant videos, or music in their comics. They must be relevant to integers, constants, and variables. Intrapersonal: Students will be individually using a corporative learning activity, and a graphic organizer to brainstorm ideas involving integers, constants, and variables to apply to their Comic Life presentation. Interpersonal: In small groups of two students will incorporate integers, constants, and variables into their Comic Life projects. They will compare and contrast their ideas by using their graphic organizers, and corporative learning activities. Naturalist: Students will take their own pictures to use in their comics. As a class we will have a half hour time period to take pictures using nature. Here they can show pictures using integers, constants, and even variables.
Type II Technology: Comic Life will be used as the technology piece in this lesson. Comic Life is a comic desktop publishing computer program developed by plasq for Mac OS X and Windows. In this case students will create a Comic with a partner. They will be able to be creative with their fonts, colors, and layouts. They will come up with cool ways to discuss integers, constants, and variables, and they will teach the class through their Comic Life! This is a type two technology because Comic Life has amazing capabilities. Comic Life can move things around, present material in cool, colorful, and individual ways. It creates a sense of structured flow for the students. Students will benefit from Comic Life technology because it will allow them to be creative, and they will have the opportunity to work at their own pace, and own ability. Students will be given the opportunity to think, analyze, and present their Comics on the topic of creating and solving linear equations while using integers, variables, and constants. Rationale: This lesson was designed in such a way where differentiation can be used, to fit the needs of all students. All Multiple Intelligences were kept in mind during the process, and resources are provided for the students. During this lesson students will be able to work their strong intelligences as well as work on some of their weaker ones. They will also be able to use the technology, and multiple resources to the advantage of helping them to reach a higher, more enjoyable learning level.
NETS STANDARDS FOR TEACHERS 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: Students will be working with Comic Life in order to create a new way to make a fun and exciting way to teach a lesson. Students can use this technology to share information with their peers while working. The lesson is geared to the fact that students will be working together in order to understand the information. Two brains is better than one. This will help the overall learning and progress of the students. Students will also be learning the content material through repetition, and applying that knowledge when using Comic Life
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: Students will be using Comic Life as a way to explore new intelligences and build further on their stronger intelligences. Students will have opportunities to relate information to their learning style of choice, whether it is interpersonal, intrapersonal, visual, or even logic. They will have opportunities to work in groups, and individually. A number of tasks and activities will be given to the students to help them understand the information. They will be able to practice, use graphic organizers, rubrics, cooperative learning activities, and will have multiple chances to meet with the teacher and collaborate with their peers. They will have a final product that they will present to the class, which will show whether or not the student has mastered the material.
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Mr. Potter Lesson # 3: Facet: Application
Grade Level: 9th Grade Numbers of Days: 3
Topic: linear equations are common and relevant in real life situations.
PART I:
Objectives
Student will understand that
Students will understand that linear equations are common and relevant in real life situations.
Student will know
Students will know integers, constants, and variables.
Student will be able to do
Students will be able to use linear equations in real life situations.
Product: Comic Life
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Common Core State Standards:
Content Area: Algebra
Grade Level: High School
Domain: Creating Equations
Cluster: Create equations that describe numbers or relationships.
Standards(s): 1. Create equations and inequalities in one variable and use them to solve problems.
Rationale:
Student will meet this standard by applying real world applications. With these applications they will create equations and inequalities, and solve them.
Assessments
Formative (Assessment for Learning)
Section I – checking for understanding during instruction
Students will participate in an exit ticket before leaving class. They will be give a math equation of the teacher’s choice and asked to label it. They will label, where the constants are, the variables, and the Integers. Each student will be given a different question unique to his or her understandings based on the teacher’s knowledge. If they label it incorrectly, the students will still be allowed to leave class but they must try to correctly label it before the next class.
Section II – timely feedback for products (self, peer, teacher)
Students will then use Comic Life to create their projects on linear equations using integers, constants, and variables. Student will spend class time with a partner creating their projects. They should be prepared to present their Comics next class. The teacher will roam the classroom providing answers to questions and helping students with their projects. Students must collaborate their ideas with the teachers before full creation, and presentation. Students will be graded by rubric.
Summative (Assessment of Learning):
Comic Life: Students will use comic life to create a real life application. They will incorporate linear equations, integers, constants, and variables into their comics. They will be allowed to work with a partner. (40 points)
Integration
Technology:
Comic Life will be used as the technology piece in this lesson. Comic Life is a comic desktop publishing computer program developed by plasq for Mac OS X and Windows. In this case students will create a Comic with a partner. They will be able to be creative with their fonts, colors, and layouts. They will come up with cool ways to discuss integers, constants, and variables, and they will teach the class through their Comic Life!
Content Areas:
Art: Students will be able to use different colors, and canvases to allow their artistic creativity to come alive through their game.
English: Students will use English to give directions to their games. They will have to incorporate certain math vocabulary, and may have to use a dictionary to find definitions.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Students will know integers, constants, and variables and be able to use them in equations portraying real life situations. Students will use Mix-Pair-Freeze, and a Describing wheel to start organizing thoughts they have for their Comic life presentation.
Section II – Groups and Roles for Product
Student will use the Mix-Pair-Freeze cooperative learning activity, and their Describing wheel graphic organizer to create a Comic Life. Their game must include the use of integers, constants and variables. Students will be put into groups by doing a drawing. They will pick a number from a hat. Each number has a duplicate; therefore, each student will have to find another with the same number.
Differentiated Instruction
MI Strategies
Verbal: Students will verbally describe what they found interesting in the lesson, by writing down something and describing it to the teacher before leaving class; this will act as an exit ticket. Students can choose from topics such as integers, constants and variables.
Visual: Students will be using integers, constants, and variables to create a visual presentation using Comic Life
Musical: Students will be encouraged to use relevant videos, or music in their comics. They must be relevant to integers, constants, and variables.
Intrapersonal: Students will be individually using a corporative learning activity, and a graphic organizer to brainstorm ideas involving integers, constants, and variables to apply to their Comic Life presentation.
Interpersonal: In small groups of two students will incorporate integers, constants, and variables into their Comic Life projects. They will compare and contrast their ideas by using their graphic organizers, and corporative learning activities.
Naturalist: Students will take their own pictures to use in their comics. As a class we will have a half hour time period to take pictures using nature. Here they can show pictures using integers, constants, and even variables.
Modifications/Accommodations
From IEP’s (Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Students who are absent from this lesson will be required to make up the work. They will check the online page to get the assignments. If students know they will be missing a lesson they should notify me as soon as possible, so we can make arrangements, and work to keep to up to date. Students are encouraged to converse with their peers to get help with assignments. For hard copy assignment, which are not online students will be able to briefly stop in upon returning to school to pick up the missed work. They will be allotted three days to complete the given work. For the lessons that they miss, there will be links posted online to re-enforce, or re-teach what was taught that day. Kids who miss class are encouraged to email me with any remaining questions concerning their assignment(s).
Extensions
Type II technology:
Comic Life will be used as the technology piece in this lesson. Comic Life is a comic desktop publishing computer program developed by plasq for Mac OS X and Windows. In this case students will create a Comic with a partner. They will be able to be creative with their fonts, colors, and layouts. They will come up with cool ways to discuss integers, constants, and variables, and they will teach the class through their Comic Life! This is a type two technology because Comic Life has amazing capabilities. Comic Life can move things around, present material in cool, colorful, and individual ways. It creates a sense of structured flow for the students. Students will benefit from Comic Life technology because it will allow them to be creative, and they will have the opportunity to work at their own pace, and own ability. Students will be given the opportunity to think, analyze, and present their Comics on the topic of creating and solving linear equations while using integers, variables, and constants.
Gifted Students:
I will give gifted students the opportunity to create their Comic using more advanced problems. Students will have to have to solve their own problems in their projects so that they can come up with the correct answers. By allowing them to create more advanced questions they will challenge themselves while creating their projects. The teacher may even give the students a higher level question for them to solve and incorporate into their Comics.
Materials, Resources and Technology
List all the items you need for the lesson.
Computers
Pencils
Paper
Calculators
Projector
Library
Google (internet browsers)
Comic Life
Rubrics
Describing Wheel (Graphic Organizer)
Mix-Pair-Freeze (Cooperative learning activity)
Contract between partners (contact info, meeting times)
Source for Lesson Plan and Research
List all URL and describe.
http://comic-life.en.softonic.com/Student will go to this website to download Comic Life if they dont already have it.
http://www.youtube.com/watch?v=4C_3VHhkA54 Students will use this video as a resource if they need assistance with using Comic Life.
http://www.eduplace.com/graphicorganizer/pdf/wheel_eng.pdf Students will use this Describing Wheel (graphic organizer) to get their thought in order. Students should break down their Comic Life into different parts, and this is a good place to being doing this.
https://www.khanacademy.org/ Students will use Khan Academy as a resource to receive extra help with constants, variables, and integers.
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
The room will be set up with desks arranged in groups of two side by side.
Day One: Linear Equations with Integers, Variables, and Constants (80 Minutes)
Introduction: Overview of class schedule, and intro of lesson (5 minutes)
(Hook): Students will role-play in groups. They will be given a script in which describes a real life application, using linear equations. (15 Minutes)
Instructional Period: Present constants, variables, and integers. Introduce Comic Life project and show instructional video http://www.youtube.com/watch?v=4C_3VHhkA54 (20 Minutes)
First Class Activity: Student will participate in Mix-Pair-Freeze (cooperative learning activity). Classmates will mix around the room quietly while the teacher plays music. After about 10 seconds, the teacher will stop the music and announce, “Freeze.” Students will immediately stop and stand still. When everyone is still, the teacher will announce, “Pair.” Students will pair up with the person closest to them and link arms to show that they are partners. The teacher will announce a topic or discussion question, and give students time to discuss. Students will face back to the teacher while discussing, and face the teacher when they're done discussing. (10 Minutes)
Second Class Activity: Students will, in their partners will use the Describing Wheel (graphic organizer) to come up with several ideas for their Comic Life's. They will create sub categories and describe what and how they will describe them in their Comic. (20 Minutes)
Task Introduction: Students will be asked to begin exploring Comic Life. Upon arriving to the next class they will each share their Journal entry on what they learned while exploring Comic Life. (5 Minutes)
Exit Ticket:
Students will participate in an exit ticket before leaving class. They will be give a math equation of the teacher’s choice and asked to label it. They will label, where the constants are, the variables, and the Integers. Each student will be given a different question unique to his or her understandings based on the teacher’s knowledge. If they label it incorrectly, the students will still be allowed to leave class but they must try to correctly label it before the next class. (5 Minutes)
Day Two: Comics on Linear Equations with Constants, Variables, and Integers (80 Minutes)
Introduction: The class will briefly share their journal entries with the class to get their minds thinking on their comic life! (10 Minutes)
Work Period: Students will work together to create a Comic Life. The teacher will roam and help students with question, and give helpful suggestions to each group. (30 Minutes)
Break: Students will take a five-minute break, to socialize and hopefully talk to other piers to compare ideas! The teacher will give students a hint as to collaborate with each other during this time period. (5 Minutes)
Second Work Period: (30 Minutes)
Assignment: Students will finish their Comics if they have not already finished. They should be ready to present their games next class. (5 Minutes)
Day 3: Comic Life DAY! (80 Minutes)
Introduction: Q&A: Do you have any questions? How can you make your Comic better? More Presentable? (10 Minutes)
Work Period: Student will go back into their Comic with their partner and critique their work! They will check for grammar, spelling mistakes, and simple math mistakes, and they will attempt to make it even more creative! The teacher will take quick attendance and then roam around to check the progress of each group. The teacher will also provide feedback and constructive ideas for the students. (20 Minutes)
Gallery Station Walk: Students will place their Comics around the room. The teacher will grade the presentations with a checklist based on effort, material, creativity, participation, and content incorporation. Students in their groups will have four minutes at each comic. Here they will look, and discuss! There will be ten different comics! (40 Minutes)
Sum Up/ Exit Ticket 2: Teacher will collect the Comics from each group. They will be graded by rubric. Students will receive feedback, and their grades next class. For an exit ticket students will tell the teacher one additional/ interesting thing they learned today from the gallery station walk. (10 Minutes)
The class will be arranged in groups of two. The desks will be placed side-by-side facing the front of the classroom. This will allow for normal instruction, like any other day, but also set allow for an easier transition when groups are formed. Desks will already be in place so the transition time will be far faster. The agenda is pretty simple; it will be made up of three class periods. This first day the teacher will present the lesson on variables, constants, and integers, and create groups for the Comic Life project. Once in groups the students will watch an intro video on how to use Comic Life, and then they will participate in the Mix-Pair-Freeze (Cooperative Learning Activity), and complete the Describing Wheel worksheet. On the second day students will all share one thing from their journals that they learned while exploring Comic Life technology. They will then work on their projects for the remainder of the period. They will be given a break in the middle of the class period to re-motivate themselves. Finally on the third and last day the students will be asked questions from the teacher on what they could have done differently. They will then have twenty minutes to go critique their Comic Life projects, and try to make them more flashy and exciting! Each group will place their Comic somewhere in the room, and each group will participate in a gallery station walk. Here they will have four minutes to look at, and discuss each Comic. To wrap everything up the teacher will collect the Comics from each group. They will be graded by rubric. Students will receive feedback, and their grades next class. For an exit ticket students will tell the teacher one additional/ interesting thing they learned today from the gallery station walk. Students will understand that linear equations are common and relevant in real life situations. Students will be hooked from role-playing in groups. They will be given a script in which describes a real life application, using linear equations. They will pick roles and preform to the class. This should make students laugh, as well and intrigue them to the material.
Where, Why, What, Hook, Tailors: Logical, Verbal, Visual, Intrapersonal, Interpersonal, Kinesthetic, Musical.
Students will know variables, constants, and integers. Students will use Mix-Pair-Freeze (cooperative learning activity) and a Describing Wheel (graphic organizer) to start talking about and organizing thoughts they have for their Comic Life. As the teacher I will deliver a short and to the point instruction of twenty minutes. In this time i will be able to effectively cover the needed material. Students will be assigned an equation from their textbook. Each student will be given a different question. Before leaving class they must label that question, and show where the variables, constants, and integers are. Students will write down one additional thing they learned in class from the Comic presentations. Before the leave class for the day they will hand me their exit ticket, and describe why it was interesting. The content that I will cover is as follows.
Whole Numbers: wholes numbers are and number that is not a fraction, and is not negative.
Example: {0, 1, 2, 3, 4, 5, .... Infinity}
Integers: Integers are like whole numbers in the fact that they cannot be fractions. They can however be negative.
Example: {Negative Infinity......., -5, -4, -3, -2, -1, 0, 1, 2, 3, 4, 5, ......... Infinity}
Variables: A variable is an unknown value usually expressed by (x, or y). Knowing that equations are two things that are equal, we sometimes have an unknown value. We express this unknown with a variable. In they equation 4X+ 8= 16, X is our variable.
Constants: constants are numbers with in an equation that stand-alone. In the equation, 12X + 20 = 80, the constants are 20, and 80. 12 is not a constant because it is tied to the X. In this case 12 is considered a coefficient. Constants can also be letters that stand for a fixed number. Most formulas us letters as constants because they can stand for any real number. In the slope-intercept form, Y= mx + b, the constants are Y, and b. m again being tied to a variable (x) is a coefficient.
Equation: Students may have a general idea of what equations are. An equation is a something that shows, in terms of math, that two things are equal to one another. The statement 60=30+30 is an equation. It is important that students know that both sides of an equation are the same but are simply written in different ways.
Linear equations: are equations that have an unknown variable like (x, y, z), these variables are all of the power 1. This is the most important thing to linear equations. The variable can only be raised to the power of one. A variable to power 2 like (Y2) is not a linear equation because it has an exponent that is not equal to one. 60=20+x is a linear equation.
Equip, Explore, Rethink, Tailors: Intrapersonal, Interpersonal, Verbal, Visual, Logical, Musical.
Students will use Mix-Pair-Freeze (cooperative learning activity) and a Describing Wheel (graphic organizer) to start talking about and organizing thoughts they have for their Comic Life. Their game must include the use of inequalities, and slope. Students will use Exit Tickets to answer questions the teacher asks as a follow up to variables, constants, and integers at the end of the class period. Students will then use Comic Life to create examples of linear equations used in real life. Students will spend class time with a partner creating their Comics. They should be prepared to present their games nest class. The teacher will roam the classroom providing answers to questions and helping students with their projects. Students must collaborate their comic ideas with the teachers before full creation, and presentation. Students will be graded by rubric. Drawing numbers will put student into random groups, from a hat. Each number has a duplicate; therefore, each student will have to find another student with the same number. Students will share an equal role in the project as stated in the contract they signed as partners. They will both help to come up with ideas, and they will both help to creatively create a comic on Comic Life. On the third day students will be given the opportunity to rethink, revise, and refine their projects. This will be motivated by a short question and answer period led by the teacher. They will be asked questions like: Do you have any questions? How can you make your Comic better? More Presentable? They will then go back into their projects for twenty minutes and check for errors in their math, spelling, and will also attempt to make their comic more attention grabbing and colorful!
Explore, Experience, Revise, Rethink, Refine, Tailors: Verbal, Logical/Mathematical, Visual, Musical, Kinesthetic, Intrapersonal, Interpersonal, Naturalist.
Students will self-assess during their rethink/ refine stage. They will go down through the rubric that they have been given. They will grade themselves, and add or fix anything that they missed or feel they may improve on. After the gallery station walk I will collect all the Comics, and grade them using this same rubric. I will also grade them based on the effort, participation, and quality of their work. I will hand back these rubrics along with a small written reflection at the beginning of next class. They will all receive their grades and I will address the class overall and then talk to each group that has questions or comments. This will all pertain to their homework because they will be given problems from their book on the exact same material. In the following classes they will be given a pre-quiz, and finally a quiz. This lesson content will combine with other contents, and students will be assessed on multiple lesson contents at the end of the unit.
Evaluate, Tailors: Verbal, Interpersonal, Intrapersonal, Logical, Visual.
Content Notes
Students will know…..
Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages)
Whole Numbers: wholes numbers are and number that is not a fraction, and is not negative.
Example: {0, 1, 2, 3, 4, 5, .... Infinity}
Integers: Integers are like whole numbers in the fact that they cannot be fractions. They can however be negative.
Example: {Negative Infinity......., -5, -4, -3, -2, -1, 0, 1, 2, 3, 4, 5, ......... Infinity}
Variables: A variable is an unknown value usually expressed by (x, or y). Knowing that equations are two things that are equal, we sometimes have an unknown value. We express this unknown with a variable. In they equation 4X+ 8= 16, X is our variable.
Constants: constants are numbers with in an equation that stand-alone. In the equation, 12X + 20 = 80, the constants are 20, and 80. 12 is not a constant because it is tied to the X. In this case 12 is considered a coefficient. Constants can also be letters that stand for a fixed number. Most formulas us letters as constants because they can stand for any real number. In the slope-intercept form, Y= mx + b, the constants are Y, and b. m again being tied to a variable (x) is a coefficient.
Equation: Students may have a general idea of what equations are. An equation is a something that shows, in terms of math, that two things are equal to one another. The statement 60=30+30 is an equation. It is important that students know that both sides of an equation are the same but are simply written in different ways.
Linear equations: are equations that have an unknown variable like (x, y, z), these variables are all of the power 1. This is the most important thing to linear equations. The variable can only be raised to the power of one. A variable to power 2 like (Y2) is not a linear equation because it has an exponent that is not equal to one. 60=20+x is a linear equation.
Handouts
List the items that need to be printed out for the lesson.
Describing Wheel (60 copies)
Rubrics (60 copies)
Scripts for Hook (60 copies)
Partner Contracts (60 copies)
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: The clipboard students in my class will have graphic organizers in order to help the students organize step-by-step their logic and ideas. The class period is clearly planned out on the board so students can see how long we will be doing each thing in class. Students will be given a handout, and a checklist that will provide my expectations. This will help them to understand exactly what they are to do.
Microscope: The microscopes in my class will be able to have in depth conversations while they create math problems using variables, constants, and integers. They will be able to solve problems alike in their textbooks, which will further expand their understandings.
Puppy: For my puppy student I will ensure that they are working with a student that will be supportive and easy going. This will help them feel like they are working and learning in a fun, and safe environment. These students will be able to collaborate with their partners and other peers in the classroom. The students will have multiple chances to meet with me and talk about the project.
Beach Ball: For my beach ball learners I will provide them with options, and let them use whatever tool they feel will help them complete the project. Students will be placed with another student who will likely motivate and interest their partner while using Comic Life technology. They will be able to show one section of their comic if they desire and present the rest to the teacher when they hand in the final product. All the beach ball learners will participate in cooperative learning activities, and graphic organizers with their partners. Here they will be heard, and they will feel as if they can speak freely.
Rationale: Students will be able to experience a variety of learning styles in this project. Students and the teacher will realize how other students need information, or even that some students require a higher comfort level. This will allow for a judge free, respectful classroom for all students so that they can reach their highest abilities.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative (Assessment for Learning)
Section I – checking for understanding during instruction
Students will participate in an exit ticket before leaving class. They will be give a math problem of the teacher’s choice and asked to answer it. Each Student will be given a question unique to their understandings based on the teacher’s knowledge. If the get the incorrect answer, the students will still be allowed to leave class but they must try to find the correct answer before the next class.
Section II – timely feedback for products (self, peer, teacher)
Students will then use Comic Life to create their projects on linear equations using integers, constants, and variables. Student will spend class time with a partner creating their projects. They should be prepared to present their games next class. The teacher will roam the classroom providing answers to questions and helping students with their projects. Students must collaborate their ideas with the teachers before full creation, and presentation. Students will be graded by rubric.
Summative (Assessment of Learning):
Comic Life: Students will use comic life to create a real life application. They will incorporate linear equations, integers, constants, and variables into their comics. They will be allowed to work with a partner. (40 points)
Rationale:
This lesson uses a variety of assessments that are not just pencil and paper quizzes or tests. Students will feel like they are actually learning the material in a fun and interesting way. They will not be forced to memorize facts of information, instead these methods will allow student to learn the material in a more interesting way, and they will be able to apply it outside of the classroom.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
See Content Notes
MLR or CCSS:
Common Core State Standards:
Content Area: Algebra
Grade Level: High School
Domain: Creating Equations
Cluster: Create equations that describe numbers or relationships.
Standards(s): 1. Create equations and inequalities in one variable and use them to solve problems.
Facet: Application
Rationale:
This lesson is geared to get students interested in the material at hand. By creating a Comic Life and using technology they will have fun while learning. They will realize that variables, constants, and integers can be grasped easily! They will also explore multiple other resources aside from the ones provided by the teacher. With these additional resources they will hopefully gain a more enduring understanding. In the end student should effectively be able to apply every detail concerning the uses of constants, variables, and integers.
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Verbal: Students will verbally describe what they found interesting in the lesson, by writing down something and describing it to the teacher before leaving class; this will act as an exit ticket. Students can choose from topics such as integers, constants and variables.
Visual: Students will be using integers, constants, and variables to create a visual presentation using Comic Life
Musical: Students will be encouraged to use relevant videos, or music in their comics. They must be relevant to integers, constants, and variables.
Intrapersonal: Students will be individually using a corporative learning activity, and a graphic organizer to brainstorm ideas involving integers, constants, and variables to apply to their Comic Life presentation.
Interpersonal: In small groups of two students will incorporate integers, constants, and variables into their Comic Life projects. They will compare and contrast their ideas by using their graphic organizers, and corporative learning activities.
Naturalist: Students will take their own pictures to use in their comics. As a class we will have a half hour time period to take pictures using nature. Here they can show pictures using integers, constants, and even variables.
Type II Technology:
Comic Life will be used as the technology piece in this lesson. Comic Life is a comic desktop publishing computer program developed by plasq for Mac OS X and Windows. In this case students will create a Comic with a partner. They will be able to be creative with their fonts, colors, and layouts. They will come up with cool ways to discuss integers, constants, and variables, and they will teach the class through their Comic Life! This is a type two technology because Comic Life has amazing capabilities. Comic Life can move things around, present material in cool, colorful, and individual ways. It creates a sense of structured flow for the students. Students will benefit from Comic Life technology because it will allow them to be creative, and they will have the opportunity to work at their own pace, and own ability. Students will be given the opportunity to think, analyze, and present their Comics on the topic of creating and solving linear equations while using integers, variables, and constants.
Rationale:
This lesson was designed in such a way where differentiation can be used, to fit the needs of all students. All Multiple Intelligences were kept in mind during the process, and resources are provided for the students. During this lesson students will be able to work their strong intelligences as well as work on some of their weaker ones. They will also be able to use the technology, and multiple resources to the advantage of helping them to reach a higher, more enjoyable learning level.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale:
Students will be working with Comic Life in order to create a new way to make a fun and exciting way to teach a lesson. Students can use this technology to share information with their peers while working. The lesson is geared to the fact that students will be working together in order to understand the information. Two brains is better than one. This will help the overall learning and progress of the students. Students will also be learning the content material through repetition, and applying that knowledge when using Comic Life
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale:
Students will be using Comic Life as a way to explore new intelligences and build further on their stronger intelligences. Students will have opportunities to relate information to their learning style of choice, whether it is interpersonal, intrapersonal, visual, or even logic. They will have opportunities to work in groups, and individually. A number of tasks and activities will be given to the students to help them understand the information. They will be able to practice, use graphic organizers, rubrics, cooperative learning activities, and will have multiple chances to meet with the teacher and collaborate with their peers. They will have a final product that they will present to the class, which will show whether or not the student has mastered the material.